Lesson 3 - Balancing and Object Control
Movement Foundations
•Reception
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we balance objects on our bodies while moving safely and with control?
Learning Objectives
- Balance beanbags on different body parts whilst moving
- Control balls and beanbags using various body parts
- Work cooperatively in teams to transfer equipment
Key Outcomes
- Students will demonstrate improved balance whilst carrying objects
- Students will show controlled movements when manipulating equipment
- Students will work effectively as team members in equipment transfer activities
Equipment & Resources Required
Place around edge of area for easy collection
Alternative: Small cushions, bean-filled socks
Spread around area with good spacing between each
Alternative: Carpet squares, marked floor spaces
Use for team activities - one 'home' and one 'collection' hoop per team
Alternative: Chalk circles, rope circles
Additional equipment for team transfer activities
Alternative: Markers, bean bags
Key Vocabulary
Keeping steady and not falling over
Making something move exactly where you want it to go
Different parts of our body like head, shoulders, knees, feet
Moving from one place to another
Moving something from one place to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walking, jumping, hopping)
- Understanding of different body parts
- Simple balance activities from previous lessons
Current Skills
- Static balance with objects on body parts
- Dynamic balance whilst travelling
- Object manipulation and control
- Team cooperation and turn-taking
Next Steps
- More complex travelling patterns with equipment
- Partner work and mirroring movements
- Introduction to simple gymnastics apparatus
Milestone Indicators
Key Teaching Points
- Balance requires stillness and concentration - start static before adding movement
- Object control improves with practice and experimentation with different body parts
- Teamwork requires listening, turn-taking, and encouraging others
- Body awareness develops through focused attention on heartbeat and breathing
- Safety comes from controlled movements, not speed or competition
- Relaxation is a skill that requires practice and quiet environment
- Individual success matters more than comparison with others
Common Misconceptions
- That balance means holding very still without any adjustment
- That faster movement shows better control
- That some students 'can't' do balance activities
- That relaxation time is not important exercise learning
- That team activities must be competitive to be valuable
- That object control is only about using hands
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and rules, regular positive feedback, movement breaks built in
dyspraxia
- Larger equipment for easier manipulation, extra practice time, break down complex movements into smaller steps
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, consistent verbal cues
visual impairment
- Use textured beanbags, provide verbal descriptions of all movements, buddy system for guidance
hearing impairment
- Clear visual demonstrations, use hand signals, ensure student can see teacher's face for lip reading
physical disability
- Seated balance activities, modified equipment (larger balls), adapted distances and challenges
Cross-Curricular Links
English
Following instructions, describing body parts, explaining feelings and sensations
Maths
Counting team members, sequencing activities, understanding fast/slow concepts
Science
Understanding body responses to exercise, heart rate and breathing changes
PSHE
Teamwork, cooperation, turn-taking, supporting others, managing emotions
Teacher Guidance
Positioning
Position to see all students, move around during activities to provide individual support
Observation Focus
Watch for balance control, safe movement, cooperation in teams, and genuine relaxation
Intervention Points
Step in if students are moving unsafely, not cooperating in teams, or struggling with balance challenges
Demonstration Notes
Demonstrate all activities clearly, emphasise safety points, show progression from easy to harder challenges
Verbal Cues
- •'Slow and controlled movements'
- •'Keep your balance, don't rush'
- •'Help your team members'
- •'Gentle, relaxed breathing'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area minimum 15m x 20m with clear boundaries
Surface Check
Non-slip surface, free from obstacles, even flooring suitable for lying down
Equipment Safety
Safety Checks
- •Check beanbags are securely sewn with no loose stitching
- •Ensure balls are properly inflated but not over-inflated
- •Verify mats are clean and positioned securely
- •Check hoops are intact with no sharp edges
Risk Management
Key Risks
- •Slips and falls during dynamic balance
- •Collisions between students during movement
- •Inappropriate throwing of equipment
- •Dizziness when standing up after relaxation
Risk Mitigation
- •Emphasise controlled, slow movements throughout
- •Maintain adequate spacing between students and pairs
- •Clear rules about equipment use and handling
- •Gradual transition from relaxation to standing
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during balance activities
- •Monitor team activities for safe participation
- •Check students during relaxation for appropriate rest
Emergency Procedures
Stop activity immediately if any student falls or is injured, assess and provide appropriate first aid, have contact details readily available